Class Schedule

Aug. 29 Introduction to Motivation

Sept. 5 Overview of Motivation

  • Reading Assignment: Brophy, ch. 1 & 2.
    •

    Sept. 12 Goal Theory

  • Reading Assignment: Elliot & Dweck, "Goals: An approach to motivation and achievement."

    Ames & Archer, "Achievement goals in the classroom: Student's learning strategies and motivation processes."

    • Sept. 19 Confidence/Attribution Theory

  • Reading Assignment: Brophy, ch. 3.

    Wiener, "A theory of motivation for some classroom experiences."

    •

    Sept. 26 Rebuilding Confidence

  • Reading Assignment: Brophy, ch. 4.

    WRITING ASSIGNMENT 1 DUE

    •

    Oct. 3 Extrinsic Motivation

  • Reading Assignment: Brophy, ch. 5.

    COURSE PROJECT PROPOSALS DUE

    •

    Oct. 10 Intrinsic Motivation/Interest

  • Reading Assignment: Brophy, ch. 6.

    Schiefele, "Interest, learning, and motivation."

    •

    Oct. 17 Intrinsic Motivation/Interest

  • Reading Assignment: (finish 6?) Brophy, "Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities."

    Zahorik, "Elementary and secondary teachers' reports of how they make learning interesting."

    •

    Oct. 24 Motivation to Learn

  • Reading Assignment: Brophy, ch. 7

    WRITING ASSIGNMENT 2 DUE

    •

    Oct. 31 Intentional Learning

  • Reading Assignment: Sinatra, "From passive to active to intentional: Changing conceptions of the learner."
    •

    Nov. 7 The Opposite of Control/Continuing Motivation

  • Reading Assignment: Wong; "The opposite of control: A Deweyan perspective on intrinsic motivation" (to be handed out in class); Maehr, "Continuing motivation: An analysis of a seldom considered educational outcome."
    •

    Nov. 14 Alienated Students

  • Reading Assignment: Brophy, ch. 8
    •

    Nov. 21 NO CLASS (THANKSGIVING BREAK)

    Nov. 28 Motivation & Culture

  • Reading Assignment: Brophy, ch. 9.

    Rueda & Dembo; "Motivational processes in learning: A comparative analysis of cognitive and sociocultural frameworks."

    WRITING ASSIGNMENT 3 DUE

    •

    Dec. 5 Integrating Motivation into Teaching

  • Reading Assignment: Brophy, ch. 10
    •

    Dec. 12 PRESENTATIONS

    COURSE PROJECTS DUE

     

    Dec. 19 Final (PRESENTATIONS)

    *The information in this syllabus is subject to change at the discretion of the instructor.

    Readings in Course Pack

    EDP 6/8140 Sec. 001 Motivation Theory/Application

     

    1. Elliott, E., & Dweck, C. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
    2. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student's learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
    3. Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3-25.
    4. Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 299-323.
    5. Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34(2), 75-85.
    6. Zahorik, J. (1996). Elementary and secondary teachers' reports of how they make learning interesting. Elementary School Journal, 96(5), 551-564.
    7. Sinatra, G. M. (2000). From passive to active to intentional: Changing conceptions of the learner. Paper presented at the American Educational Research Association Annual Conference, New Orleans, LA.
    8. Maehr, M. (1976). Continuing motivation: An analysis of a seldom considered educational outcome. Review of Educational Research, 46, 443-462.
    9. Rueda, R., & Dembo, M. H. (1995). Motivational processes in learning: A comparative analysis of cognitive and sociocultural frameworks. Advances in Motivation and Achievement, 9, 255-289.

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